-B 324S 



The Schoolhouse 



L. C. EARL 



The Schoolhouse 



BY 

EDWARD C. LARL 



WASHINGTON, D. C. 
1919 



COPYRIGHT, 1919 
BY EDWARD C. EARL 



©CI.A5 2 9 381 



JUL 30iyiy 



.Bz 



The Call to the School 



table i. Population of the, united states. 



CLASS 

OF 

COMMUNITY 



TOTAL POPULATION 



PERSONS G TO ZO YEARS OF AGE. 



NUMBER 



PE.R. CtNT 
DISTRI- 
BUTION 



TOTAL NUMBE.R. 



NUMBER 



NUMBER ATTENDING .SCHOOL 



NUMBER. 



PER.CE.NT 



R U R AL 
URBAN 
TOT A L (U.S.) 



4934 8 883 
42615 3&3 
91 372 £&<£> 



53.7 
46.3 
I 00. 



Ife 23 O 40& 
if 5 20^793 
27 75o' ? 599 



5S.5 
41.5 
100. 



17 



201 235 
7 09S 3&9 
300 2.04 



&2.9 
62.3 



53 
41 
IOO 



TABLE IX. ILLITERACY. 



R U R A L 
URBAN 
TOTAL. 



TOTAL POPULATION 
1 YEAR5 OP AGE. AND OVER 



NUMBER 



3fc 931 095 
34 619^1 7 5 
7 1 58 2.70 



5 1.6 
4&.4 
IOO. 



1LLI TERATE. 
10 YEAE.5 OF AGE. AND' OVER. 



NUMBER. 



3 748 03I 
1768 I 32. 
5516 165 



10.1 
5.1 
7.7 



32. 
IOO 



TABLE m. INABILITY TO SPEAK. ENGLISH 

FOREIGN BORN WHITE POPULATION 
10 YEARS OF AGE. AND OVER 



RURAL 
URBAN 
TOTAL. 



TOTAL NUMBER 



NUMBER 



3 61 2. 535 
9 33 1 994 

12. 944 52.9 



2.7.9 
72. I 
IOO 



NUMBER UNABLE TO 5PEAK. ENGLI5H 



NUMBER 



910 130 
>z oaz &&i 
2. 953 01 1 



PER. CENT 



2.5. 2 
21.9 
22.8 



so.a 

69.2 
IOO 



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o = § 

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h o o o <xi 



TABLE? E. OCCUPATIONS. 

POPULATION 10 YEARS OF AGE AND OVER 
ENGAGED IN GAINFUL OCGUPATION5. 



OCCU PAT10N5 



NUM BLR 



Ag&ICULTURE, FORESTRY AND ANIMAL INDUSTRY 

Manufacturing and Mechanical Industries 

domestic, and personal dtevice..... 

Tra o e 

transpo r.tatio n 

Clerical Occupations 

Prof ess 10 is al Service .-. 

extraction of mlnf_ral5 _^_.__-_- 

Publig^Servicl 

Total gainfully occupied _. 



.12 e>59 203 

JO <65S SSI 

-3 77 2 I 74 

.3 & 14 G>70 

. Z &57 &7I 

..I 737 053 

.. I &&3 5«>9 

9G4 &24 

.... 4 59 29 I 



...33.2 
... 27.9 
.... 9.9 
.... 9.5 
....6.9 
....4.5 

4.4 

2.5 

1.2 



3% I&7 33<b 



IOO 



Total Population 10 years of age and over.. 71 5&0 270 
Per. cent gainfully occ u pi e. o ..?..., — 



THE 5CHOOLHOU5L 

SCHOOL GROUNDS 
THL BUILDING 
THL CLASSROOM 
PLATES 



SCHOOL GROUNDS 

SITE. In choosing the grounds for the 

SURROUNDINGS. new schoolhouse, the people of the com- 

AREA. munity have opportunity to write a 

ASPECT. testimonial to themselves of wisdom, 

PLACING THE BUILDING. forethought and high ideals, that will 

PLAYGROUNDS. stand a monument for generations to 

PLANTING. come. Lest the many perplexing con- 

ditions may obscure the vision, let us 
tabulate some of our theories and embody as many as we can in our title 
to the new school grounds, and make all possible improvements in the old. 

The Site. 

The schoolhouse must stand on high ground, not on a hill, although its 
light must not be hid, but upon ground high enough to give good drainage 
and preferably the slope should be to the south or east. A rich natural soil, 
of a sandy or gravelly nature, is desirable. A clay soil, rough or rocky ground, 
a filled-in site, and a low or damp location should be avoided. Yet surfacing 
and drainage may do much to improve an uninviting tract. The site should 
be open to the sunlight, preferably a city block with wide, shady streets for 
the urban school and a place of similar character and of easy access, but of 
larger area, for the rural school. 

An abundant supply of pure water is necessary. It is desirable that sewer, 
electric light, electric power and telephone should be available for school use. 



Schooi, Grounds 

Surroundings. 

The schoolhouse should be in a quiet residential neighborhood, near the 
center of population, and in line with future growth. Nevertheless, aspect, soil 
sanitation and water supply are more important than geographic location. The 
school should, at least, be in a moral neighborhood and with no theaters or 
places of amusement nearby. It should be away from noise, traffic, street 
cars, hospitals, fire and police stations. It should be remote from stables and 
shops and from dangerous crossings. Fire and police stations may well be 
accessible but so far away that the noise and excitement do not reach the 
school. Nearby buildings are objectionable because of noise, fire hazard and 
obstruction to light and air. 

Area. 

Cost usually determines the size of the grounds and the larger the city 
school the smaller will be the area for each pupil. For a large city and with 
gymnasium and roof playgrounds, an unbuilt on area of even less than thirty 
square feet per pupil may be generous, while ten times that amount would be 
small for a country school. The boys' playground should afford ample space 
for a running track and for baseball and football. The girls' playground may 
be somewhat smaller but large enough for apparatus, basket-ball, tennis and 
running games. 

In addition to the athletic field there should be a school garden and an 
experimental field. In front, there should be a lawn with flower borders 
and trees making a suitable place for picnics, and community gatherings on 
holidays and summer evenings. There should be at least three acres for every 
country school. Five acres should be a minimum where garden and field work 
is carried on and grounds of ten acres are none too large for consolidated rural 
schools. 

Aspect 

The sun exposure of the classroom is most important. But this has to do 
more with the planning of the building than with selection of the site, for the 
schoolhouse must be arranged with reference to the points of the compass. Gen- 
erally, an east or south front is to be preferred to a west or north front, because 
the building is used in winter more than in summer. For the playgrounds, a 
slope to the east or south is desirable. The exposure should be such that the 
pupils will be tempted out into the fresh air and sunlight all thru the winter. 
Nearby forests and neighboring hills will be a welcome protection from the 
north and west winds, while such features, to the south or east, may be so 
objectionable as to prohibit the use of the site for school purposes. 



School Grounds 

Placing the Building. 

Fronting on the principal street, with convenient side entrances, the school- 
house will usually he set far enough back to afford a lawn with some planting 
in front and a short walk up to the building, while the playgrounds will be at 
the side and rear. But with noisy streets or with a southern slope from rear 
to front, it may be set well back and the playgrounds located in front. It is 
desirable but not necessary that the main entrance face the street. If the 
outlook, orientation or slope of the grounds make a different location desirable, 
the planting and design may be made to harmonize the building with the site. 

Playgrounds. 

The area of the playground will determine its use and treatment. Grounds 
of small area should be paved and drained to sewer. Paving may be of brick, 
cement, or asphalt, or of cinders or gravel well compacted ; or better, of broken 
stone, surfaced with limestone screenings or torpedo sand. Walks for country 
schools may be made in any of these ways. For large playgrounds a few of 
the hardier grasses will stand the rough usage. 

Well drained playgrounds, open to the sunlight and protected from north 
and prevailing winds, will keep the pupils out of doors many winter days. 
The playgrounds should be placed so as to be easily overseen by the teacher. 
Separate yards for boys and girls should be provided; for although they may 
play the same games, it is generally agreed that undirected co-recreation is not 
desirable. Some of the games that should be provided for are baseball, basket- 
ball and football. Some equipment adds greatly to the use of the playground 
and takes very little space. Sand bins will delight the smaller children. The 
slide and horizontal bars are good and generally safe. 

It would be desirable to enlarge the use of the school playground. Make 
it a neighborhood center. Provide more apparatus and have an athletic field 
and a swimming pool. Make it a picnic grounds, a general gathering place, a 
place for athletic meets, moving pictures, band concerts and singing school. 

Fence the grounds if large, and it is desired to shut out the things of the 
street. A high iron fence is expensive and agressively exclusive. A strong, 
close mesh woven wire fence, covered with roses, honeysuckle or ivy, is a 
thing of refinement, joy and beauty. Or trees and shrubbery alone may give the 
desired seclusion. Sometimes high masonry walls are desirable, as on the 
north or west sides of an exposed yard or to shut out some undesirable view 
or building. Such walls may be of stone, brick or concrete. Walls of field 
stone, laid up in cement mortar with large deep joints, are picturesque when 
half covered with vines. Walls of rough brick are also pleasing and concrete 
walls are good and structurally, perhaps the best. Shrubbery and trees should 
be planted along the inside of these walls and fences. 



School Grounds 

Planting. 

Sunlight for building and grounds is all important. Open spaces for play- 
is essential. The south breeze should not be shut out. What planting, then, 
is there to do? Two rows of shade trees may be placed along the street, one 
row in the parking and one inside the street walk. Also, trees may be planted 
along the property lines with a few extra ones in the corners. Some trees 
may be planted close for quick effect, such as silver maple and Carolina poplar, 
but the permanent trees, — elm, oak, sugar maple, sycamore and ash, should be 
given plenty of room. 

Along the borders of the grounds plant lilacs, roses and other shrubs. 
Cover the fences with vines, let some Japanese ivy creep over the building and 
give the climbing roses, clematis and other vines a place at the entrances. Put 
some low bushes along the walks, — privet, roses and barberry. Cannas, dahlias 
and hardy chrysanthemums are fine for fall, and the early wild flowers, violets 
and the hardy bulbs will herald the approach of spring and give a touch of 
romance to the closing days of school. 

Work out a good arrangement for the grounds and follow this plan 
even if the improvements extend over several years. Keep all planting in 
groups and masses. Scattered planting does not look well for shrubs, and 
usually not for trees, except for an occasional specimen that that seems to 
have broken away from the mass or stands a captain for its company. Trees, 
however, must often be planted alone because of the space they occupy and for 
special requirements of shade. Too many varieties should not be planted and 
every tree should be carefully selected from nursery or forest. But use the 
natural features if not interferring with the use of the grounds. A hill, a 
small ravine, a natural wood, the wild flowers, in their proper places, are assets 
to the school grounds. Save the oaks and pines, the dogwoods, elders, golden 
rod and creeping plants. 

Grass seed mixtures adapted to the given soil and climate will produce fine 
lawns, if well cared for. Kentucky blue grass is good for the central and 
northern states. Bermuda grass is desirable for the South in open spaces. 

Books for the School Library. 

Manual of Gardening, by L. H. Bailey. N. Y., The Macmillan Co. ($2.00.) 
Trees in Winter, by Blakeslee and Jarvis. N. Y., The Macmillan Co. ($2.00.) 
Practical Landscape Gardening, by Robert B. Cridland. 

N. Y., A. T. De La Mare Prtg. & Pub. Co. ($1.75.) 
How to Make a Flower Garden. N. Y., Doubleday, Page & Co. ($2.00.) 



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THE BUILDING 

ESSENTIALS. The greatest needs of city schools 

COURSE OF STUDY. are larger grounds and more buildings 

SIZE OF BUILDING. of the best modern type. The greatest 

THE BASEMENT. needs of country schools are larger and 

MATERIALS. better kept grounds, better buildings, 

LIGHTING. better sanitation and better equipment. 

A SOCIAL CENTER. The rural schoolhouse should be attrac- 

tive in appearance and may well reflect 
the home in its design, while, as an institution of learning and discipline, its 
plan should insure the greatest efficiency in operation. The more extensive 
use of the schoolhouse for social and community meetings of an educational 
character and the teaching of Agriculture, manual training and household 
science, are developing a new schoolhouse plan in which the workroom and 
library are used to supplement the work of the classroom, and an assembly room 
is provided for general public use. 

Essentials. 

Every school building should be safe, sanitary, comfortable; well lighted, 
heated and ventilated; carefully planned, economically and honestly built; of 
durable materials ; of minimum cost for upkeep ; perfectly adapted to its purpose, 
and beautiful in appearance. To be safe a school building need not be fireproof, 
but it should, at least, be fire resisting, slow burning, and easily and quickly 
emptied. One-story buildings may safely be of wood. Two-story buildings 
should have all exterior walls and carrying partitions, all stairways and all 
corridor floors of non-burning materials. Three-story buildings are undesirable 
for grade schools. If built, they should be entirely fireproof. All roofs should 
be covered with non-burning materials. Heating rooms should be safeguarded 
against fire and should be shut off from the remainder of the building by fire- 
resisting and fireproof construction. Ample insicje stairways should be pro- 
vided to empty the building in not to exceed three minutes. Outside iron stair- 
ways are undesirable because pupils will not be sufficiently accustomed to their 
use. 



The Building 

Course of Study. 

The training of the child is provided for by the school (a) in the class- 
room, auditorium, library and study, where he receives individual and collective 
instruction, makes use of the sources of literary knowledge and learns to 
think for himself; (b) in the drawing room, laboratory, shop and garden, 
where he trains his hand, makes real his knowledge and learns to do by doing ; 
and (c) in the gymnasium, and on the playground, where he invigorates his 
body, refreshes his mind and lays a foundation for future mental and bodily 
vigor. The classroom is the unit and nucleus for all this, and however im- 
portant the other equipment may be, our system of training makes this feature 
the basis of grade school design. 

Size of Building. 

The number of classrooms determines the size of grade school buildings. 
Educators generally agree that a teacher should have not more than thirty 
pupils. But recognizing the difficulty of maintaining this standard, they place 
the practical limit at thirty-five pupils and believe that the ultimate or emergency 
limit should be forty. Considering the physical well being of the child, the floor 
area for each pupil has been established at 15 to 18 square feet and the 
cubic feet of air space at 200 to 225. These requirements will be fulfilled by a 
classroom having a floor area 20 to 23 feet by 27 to 32 feet and a ceiling 
height of 12 feet or 12 feet 6 inches. A classroom 25 by 32 feet has been 
found to be about the practical limit of voice and vision for teacher and 
pupils, and these dimensions with a ceiling height of 12 or 13 feet are near the 
limit for satisfactory lighting with windows on one side only of the room. The 
Boston standard is 23 by 29 feet for lower and upper elementary grades and 
26 by 32 feet for junior high schools, with ceiling height of not less than 12 
feet. 

It will frequently be desirable to make additions to the school building 
as the population increases. This may be provided for in planning the building, 
yet to do so will often mean the sacrifice of some desirable feature of plan 
or design and larger cost, eventually, for the completed building. Or the entire 
building may be constructed, leaving some rooms to be equipped later ; using 
them, until needed for classrooms, for some of the secondary functions of the 
school. However, there are several types of buildings which may be added 
to as the needs of the community require. 

The Basement. 

The basement is not only necessary for. larger school buildings, but is 
also essential to the highest efficiency of one-room rural schools. It is the 
most desirable place for the heating apparatus, because a basement furnace 
affords a better distribution of heat over the whole building and is more safe, 
cleanly and convenient than the jacketed stove. The basement is a satisfactory 



The Building 

place for toilets where water' supply and sewerage system are available. It 
is usually the only place for playrooms and may be used for manual training; 
and domestic science when it is high and well lighted. 

Basements that are dark, damp or poorly ventilated are not desirable. 
With a cement floor not more than four feet below grade and ceiling not less 
than five feet above grade, a basement in a dry, well drained soil should be 
sanitary, but for workrooms it would be better not more than two or two and 
one-half feet below grade. The walls may be of concrete with cement plaster 
inside or with face brick or paving brick wainscot or of selected common brick, 
carefully laid. Outside, the walls should be kept dry with cement plaster, or 
asphalt coating or with cinder or gravel fill and with tile drains. 

A basement makes the rooms above dryer, warmer and more free from 
ground air. The increased cost should not prohibit the use of basements in. 
rural school buildings. 

Materials. 

In schoolhouse construction the best is the cheapest and safety, fitness; 
and service should be the first considerations, then beauty and cost. Materials 
and methods of construction will be largely influenced by local conditions. For 
foundations, concrete, stone, or hard-burned brick may be used; preference- 
being given in the order named. A good foundation may be built of brick with 
cement mortar and with waterproofing on the outside. Brick walls above grade- 
are permanent, will require no repair or paint and even common brickwork 
may be made attractive with selected brick and good workmanship. For small 
buildings, outside plaster on common brick or tile, is desirable, pleasing and not 
expensive. Small frame buildings may be made safe by firestopping with 
brick or other non-burning materials. Plaster is the best inside finish for 
walls and ceilings. Brick walls may be furred inside with hollow tile or faced, 
inside with hollow brick and the plaster applied directly to the wall without lath 
□r open furring space. However, hollow bricks even with damp proof paint„ 
do not make a sufficiently dry wall. Metal lath on metal furring is expensive. 
Wood furring and wood lath keep the plaster dry and add little to the fire 
risk when properly firestopped. 

Basement floors should be of cement. Corridor floors, where fireproof, 
may be of composition, cement, asphalt, marble, tile or mosaic. Cement is. 
the cheapest and is satisfactory. Marble,, tile and mosaic tile in patterns, are 
more pleasing than cement but somewhat more noisy. They are clean, non- 
absorbent and durable. Wood floors, although not perfectly sanitary, are 
best for classrooms and offices. Selected maple or quarter-sawed yellow 
pine, 2j4-mch face, are satisfactory. The former is the better and is the more 
expensive. Composition floors on wood sub-floors are sanitary and especially 
desirable for corridors and toilets of frame buildings. 



The Building 

For wainscoting, cement plaster painted two or three coats, makes a good 
finish. Burlap, painted, is often used, and has the advantage that it is not 
easily marred. It is not, however, entirely sanitary. Face brick for corridor 
wainscoting is unsatisfactory, but is appropriate for basement playrooms. The 
least possible wood trim should be used and this preferably plain and so arranged 
as to catch the least amount of dust and be easily cleaned. Wood wainscot and 
wood partitions should be avoided. 

Lighting. 

Whenever possible, electric lighting should be provided throughout the 
school building. Some form of artificial illumination is essential, for the 
value of the building will be greatly lessened if it cannot be used at night. 
Especially should there be artificial lighting in vestibule, corridors, stairways 
and assembly room. For electric lighting all wires should be in steel pipe 
and generally the best work should be required. For classrooms and assembly 
hall as well as library and study, indirect lighting is much to be preferred to 
direct lighting. Opal bowls, transmitting the same brilliancy of light as that 
reflected from the ceiling, give a soft pleasing light very restful to the eyes. 
Indirect illumination, however, requires about fifty per cent more electric 
current to give the same amount of light. 

A Social Center. 

'A community may be said to have a schoolhouse social center if one 
of its school buildings is open to the public on one or more fixed nights in 
the week for at least twelve weeks a year, for activities of a social, recreational, or 
civic character and regularly directed by one or more trained leaders" (C. A. 
Perry) . The present day tendency to make the school a factor in the social 
welfare of the whole community, is not a new movement but is a continuation 
and expansion of the spelling match, singing school and political meeting, in 
the little red schoolhouse, long ago, when folks really were neighbors and 
not as worldly-wise as now. We are trying to get back some of the good 
old times. 

The location and purpose of the schoolhouse make it the logical place 
for community gatherings of an educational character; for debates, oratorical 
contests, athletic meets and public playground activities; for lectures, dramatic 
and musical entertainments ; for meetings of parent-teacher associations, mothers' 
clubs, girls' clubs and boy scouts; for agricultural exhibits and discussions; 
for political meetings and voting places. Its use for these various purposes is 
justified on the ground that the school belongs to all the people, that it is well 
equipped for these different uses, and that its non-use is a loss to the com- 
munity. To provide for these secondary functions but little extra expense is 



The Building 

involved. An auditorium is necessary and is provided for by the classroom 
and assembly hall. Adequate artificial lighting is necessary. Movable furniture 
is desirable. The larger and better equipped the gymnasium or playroom and 
playground the greater will be their service. 

However better than all this would be an evening study room and clubroom 
for the boys. With proper supervision its effect for good would be immediate 
and far reaching. 



Reference Books. 



American Schoolhouses, by Fletcher B. Dresslar. 

United States Bureau of Education, Bulletin No. 5. 1910. 

Gov't Printing Office, Washington, D. C. (75c.) 
Rural Schoolhouses and Grounds, by Fletcher B. Dresslar. 

United States Bureau of Education, Bulletin No. 12. 1914. 

Gov't Printing Office, Washington, D. C. (50c.) 
School Buildings and Equipment, by L- P. Ayres and May Ayres. 

Address, The Russell Sage Foundation, New York City. (25c.) 
Healthful Schools, by May Ayres. N. Y., Houghton, Mifflin Co. ($1.50.) 
Decoration of the School and Home, by Theodore M. Dillaway. 

Springfield, Mass., Milton Bradley Company. ($2.00.) 
Community Center Activities, by Clarence A. Perry. 

N. Y., The Russell Sage Foundation. (35c.) 



.State, laws relating ToscHooLHouSris. 



STATE 


PLANS 

APPROVED BY 


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THE CLASS ROOM 

SIZE OF ROOM. In the modern schoolhouse the 

ORIENTATION. classroom is lighted from one side 

LIGHTING. only, a constant supply of fresh air is 

DOORS. maintained, a part, or all, of the desks 

WARDROBES. and seats are adjustable, slate black - 

BOOKCASES AND CLOSETS. boards are provided on two or three 

BLACKBOARDS. sides of the room, and there is no 

FURNITURE. teacher's platform. 
DECORATION. 

Size of Room. 

There is no absolute standard size for classrooms, but educators and 
hygienists have agreed upon certain limitations. They agree that a grade 
classroom should not be larger than 25 by 32 feet, and that one teacher should 
not, under any circumstances, have charge of more than forty pupils. It is 
also generally agreed that each child should have not less than fifteen square 
feet of floor space. And yet our largest cities continue to build larger class- 
rooms and teachers in city and country continue' to enroll forty-five and fifty 
pupils. But it is a passing condition. Every year better conditions become 
average conditions. It is likely that the lower standards will not continue 
beyond our present transition period. 

Large classrooms, with movable furniture, may be useful as public assembly 
rooms, but in general the best interests of the pupil should not be sacrificed 
to any of the secondary functions of the school building. The classroom in 
most favor at the present time has five rows of seats and six, seven or eight 
seats in the row, seating thirty, thirty-five or forty pupils and requiring a room 
from 20 to 23 ft. wide, 27 to 32 ft. long and 12 ft. high. 

The necessary ceiling height of a classroom is largely determined by light 
conditions, and this by orientation, surroundings, and geographic location. With 
classroom lighting from one side only, the width of the room should not exceed 



The Class Room 

two times the height of the top of the windows above the floor. Allowing 
six inches for head casing the top of the windows will be 11^ ft. above the 
floor for a room having a ceiling height of 12 ft. and the room should, accord- 
ingly, be not more than 23 ft. wide. 

Increasing the ceiling height affords better lighting and somewhat more 
uniform temperature. But an increased ceiling height makes the room more 
difficult to heat, increases the amount of stair climbing to the story above and 
adds to the cost of the building. With perfect mechanical ventilation, giving 
thirty cubic feet of fresh air per minute to each pupil the area of floor and 
cubic feet of space per pupil become of much less importance. 

Orientation. 

With unilateral lighting, the most desirable outlook for the classroom is 
southeast or east. Next to an eastern exposure, west is preferable; then north- 
east, south, southwest and northwest, with north the least desirable. Local 
conditions as to site, sunlight and prevailing winds, may modify this choice 
but there should be direct sunlight in every classroom some part of the day. 
East rooms receive enough sunlight to be sanitary but not so much as to 
cause eyestrain. The morning sun helps to warm the room and is more 
welcome than sunlight in the afternoon. However, west exposure for the 
classroom has two minor but not unimportant advantages, namely, the sun is 
in the rear of the pupils and in studying geography the compass points of 
the pupil are the same as the map upon his desk. 

South rooms are more open to the summer winds and better protected from 
Avinter storms than north rooms. They are most sanitary and cheerful but 
unsatisfactory because of unequal distribution of light. North light is most 
even and least trying on the eyes but north rooms are cold, cheerless and 
insanitary. If a schoolroom with a north exposure receives sunshine in the 
afternoon from high windows in the rear, it is to be preferred to a room with 
a south exposure. 

Lighting. 

Li°"ht for writing and drawing should come over the left shoulder from 
hi^h windows in order that no shadow may be cast by the hand upon the 
work. Reflected light and cross lights cause eyestrain. It has become the 
best accepted practice to light classrooms from one side, and nearly all modern 
classrooms have windows at the left side only of the pupils. 

There are many dark days when it would seem that light from rear 
windows would be sufficiently diffused to be welcomed even by the teacher 
facing these windows. There are many warm days when all possible ventilation 
is desirable. Bilateral lighting will produce cross shadows, hence windows at 
the left side should be large enough for lighting and rear windows should be 



The Class Room 

used only for exceptionally dark days, for ventilation and for sunning out 
rooms. In the south and southwest, especially, these rear windows should be 
provided for ventilation wherever the plan of the building will permit. 

Opaque shades at rear windows and more transparent ones at side windows 
can be adjusted to meet the requirements of varying lights. Shades may be 
fastened at top and bottom of windows, double shades may be provided at 
meeting rails and arranged to pull up and down,- or a single adjustable shade 
may be used. 

Window heads should be square for greatest efficiency and as close to the 
ceiling as practicable. To avoid eyestrain from direct and reflected light,, window 
stools should be above the heads of pupils when seated. But to get sufficient 
light with windows on one side only and with a 12-ft. ceiling, 3 ft. 6 ins. will 
be about as high as the window stools can be placed without it being necessary 
to extend the windows too far towards the front of the room. Windows should 
be grouped together as closely as possible to avoid cross lights. Large mullions 
and transom bars should be avoided. Splayed plaster jambs will help the 
lighting. 

The area of glass required depends upon orientation, surroundings and 
climate. Under very favorable conditions the glass surface need not be more 
than one-sixth of the floor area. For rooms with a northern exposure, or with 
light partially shut off by other buildings and in places where many cloudy days 
may be expected, a ratio of one to four should be provided, while one-fifth of 
the floor area may be assumed as a fair standard for lighting of rooms having 
east or west exposure and with average climatic conditions. 

Doors. 

There is a difference of opinion as to the proper opening of the door 
between classroom and corridor. With the intention of emptying the room 
as quickly as possible, in case of fire, this door is sometimes made to swing 
out into the corridor. However, the danger from fire is more imaginary than 
real and if the teacher can control the pupils, allay their fears and march them 
out in an orderly manner, the danger is reduced to a minimum. This can better 
be accomplished by having only one corridor door to the classroom and this 
opening into the room. Such an arrangement with one, or possibly two doors 
between classroom and cloakroom, gives the teacher the best possible super- 
vision over the pupils at all times. It follows that doors between corridor 
and cloakrooms are not desirable. In small buildings the classroom doors 
may open out, for, even if the pupils get beyond control, there is but little danger 
of congestion at the exits. 



17 



The Classroom 

The door between corridor and classroom should be at the front end of 
the room wherever possible. It should be 3 ft. or 3 ft. 4 ins. wide. For 
safety and convenience it is desirable to have communicating doors between 
adjoining classrooms. It seems to be the best practice to have no glass in . 
classroom doors and no transoms. With outside windows in rear of classrooms, 
no high corridor windows or transoms should be necessary for ventilation; 
otherwise they may be desirable for ventilation, or they may be necessary for 
lighting the corridor. 

Wardrobes. 

For grade schools one cloakroom is usually provided for each classroom, 
the two rooms being connected by one or two doors. For high schools, the 
two sexes should have separate cloakrooms and the same is true for the 
older pupils of country schools. 

Wardrobes and cloakrooms are built in many different forms but unless 
a thoro system of mechanical ventilation is provided, there is probably no 
better way of taking care of pupils' hats and wraps than in the usual cloakroom 
at one end of the classroom. It should be 5 ft. or 5 ft. 6 ins. wide, have out- 
side light and air and be provided with heat and artificial ventilation. The 
wardrobe should be under the direct supervision of the teacher. For this 
reason the cloakroom had better be at the teacher's end of the room. 

With perfect mechanical ventilation, the built-in wardrobe, with sliding 
panels in front, of wood or slate, is economical of space and perhaps as sanitary 
and satisfactory as the cloakroom. It is placed at the rear or side of the 
classroom. 

Sometimes the coatroom is partitioned off from the front end of the class- 
room, with no doors between. This has been carefully worked out for the 
Cleveland schools and has proven efficient and satisfactory for large buildings, 
but is not to be used except with perfect mechanical ventilation. There is little 
to be gained by using corridor space with low partitions, for coatrooms, because 
the corridors must be made correspondingly wider and will be less attractive with 
such inclosures. 

Lockers in the corridors, even if built into the walls, do not look well, 
are insanitary and cause congestion and disorder. If lockers are used they 
should be heated and ventilated in order to dry and air wet clothing. 

Cloakrooms should be provided with poles or shelves on all walls and 
with hooks and pins for hats and clothing. Hooks may be placed in two 
rows, 12 ins. to 18 ins. apart in each row, — giving forty or fifty hooks in a 
room. A heavy wire shelf may be placed a foot above the floor for overshoes. 
Such a shelf for hats and lunch baskets could be kept clean more easily than 
a wood shelf. An umbrella rack should be placed in each cloakroom. A 
lavatory, near the window, would be a valuable addition to the equipment. 

18 



The Classroom 

Bookcases and Closets. 

A bookcase and a teacher's closet should be provided for each classroom. 
The closet is especially desirable where there is no teacher's room. The 
built-in bookcase is more convenient and less in the way than the revolving 
case or the book cabinet. The Boston standard bookcase is about 5 ft.. 9 ins. 
long, and 7 ft. high, with cupboard and drawers below, 15 to 20 inches deep. 
These come up to the line of the bottom of the blackboard. Above are six 
adjustable shelves inclosed by glass doors. 

Blackboards. 

For blackboards slate is to be universally recommended. It is serviceable, 
durable and easily cleaned. It comes in standard widths, 3, 3j4 and 4 feet 
high and ^4 to % inches thick. Prepared slate cement is satisfactory. It 
costs less than slate but is not as durable. It is applied like ordinary plaster 
to metal lath with wood backing. Pulp board is cheaper and more easily applied, 
but will buckle and is not durable. Liquid slating is applied to plaster, wood 
or pulp board. It requires frequent renewals and is not used except for the 
cheapest work. Ground glass, painted on the back, makes the best of black- 
boards, but is too expensive for common use. Painted glass, of some light color 
as buff or gray-green, and dark crayons, would give a much better color and 
lighting effect to the room. The most usual color for blackboards is dull 
black. A slight shade of green is pleasing and is frequently used. 

Blackboards should be placed at the front and rear ends of the classroom 
and on the side opposite the windows. It should be 4 ft. high and 3 ft. above 
the floor for end walls. For one-room , rural schools it should be 3y 2 ft. high 
and 28 ins. above the floor for side wall. For graded classrooms the height 
above the floor at side wall should vary with age of pupils, — 25 inches for 
grades one and two, 27 inches for three and four, 30 inches for five and six, 
32 inches for seven and eight and 36 inches for high schools. (Dresslar.) 
The height of the blackboard may be 30 inches for grades one to four, 3G 
inches for grades five to eight and 42 inches for high schools. The Boston 
standard height for blackboards is 4 ft. placed 26 to 30 inches above the floor 
for grades one to four and 32 inches for grades five to eight. 

A tack board of soft wood or cork board, about one foot high, for pictures, 
should be placed above the blackboard, especially for primary grades. In the 
Boston classrooms, the rear end of the room from baseboard to height of top 
of blackboard is covered with cork carpet attached to soft wood sheathing. 
Blackboards are used at front and one side only. The remaining wall space 
to top of blackboards is covered with burlap, painted. 



The Classroom 
Furniture. 

Notwithstanding the fact that adjustable and movable seats and desks are 
admittedly the best furniture for classrooms, nearly all schoolhouses are still 
provided with fixed desks and the majority are without adjustable furniture of 
any kind. The single fixed desk and seat is used. It is in one piece but of 
varying sizes and fits the body comfortably. It meets the requirements of 
the present rigid school discipline. Some educators believe that the methods 
of the sub-primary (kindergarten), workroom and laboratory are better suited 
for classroom instruction than our present system derived from the lecture 
room. The furniture required would be chairs and tables and would have many 
of the advantages over fixed desks that the movable armchair has. That is, 
the schoolroom may be quickly cleared for cleaning, for various school exercises 
and for use by the public. 

The teacher's platform is now seldom provided. It is in the way and 
is not needed with the classroom of ordinary size. 

Decoration. 

Dull finish and subdued colors should be the keynote for interior decora- 
tion of the schoolhouse. The classroom, especially, because of the many hours 
spent within its walls, should be carefully studied for color harmony and light 
requirements. Surfaces which reflect the light, as varnished furniture and 
glossy woodwork, will cause eyestrain. Bright colors, as red and orange, weary 
the eye and fatigue the brain. Blackboards are neither decorative nor cheer- 
ful and, being on the wall farthest from the windows, they absorb light where 
it is most needed. 

Exposure and lighting of the schoolroom and color of the furniture, if 
already in place, will determine the decorative color scheme. For light rooms, 
gray and gray-green are appropriate; while darker rooms should have warmer 
colors, as light tan, buff, and light cream for ceilings. The furniture and wood- 
Work should be simple in design and with dull finish. A brown stain is a 
suitable finish in north rooms and gray stain in rooms receiving more sunlight. 
Window shades should transmit light without glare and should harmonize 
in color with the walls. They should be selected with greatest care both as 
to color and transparency. Light green, light sage color and light cream color 
have been recommended. 

In Cleveland the standard finish in classrooms is, for desks and chairs, a 
brownish dull stain; for woodwork, a dark dull finish; for walls, French gray 
below and creamy gray above ; for ceilings, a color just off white. More color 
is given north rooms than south rooms. Blackboards are of natural slate color. 



PLATL5 



Playground 
Apparatus 




Inclined Ladder, 
sliding poles 
horizontal bars 
flying rings 

TE.APEZE. 
CLIMBING POLE5 
FLEXIBLE. LADDER 
VERTICAL LADDER 
LONG SLIDE.. 
SPACE, 43'*36' HEIGHT 14' 
WEIGHT ^700*&o^T ABOUT*325. 



Plan of 

SAND E>IN 




Section thro Section thcu 

Side, of bin Table. 

Sand bin and Table. ■ 

These may be <5f any desired size, 
have enough bins to allow sand 

TO DRY AND AIR. All LUMBER. TO 
BE DRESSED AND PAINTED- 



Earth lcvcl 

of CURB 




The Jumping Pit 

Size, to' *3o' or. larger.. 

FOR THERUNNING JUMP THE SAND SHOULD 
BE EVEN WITH SURFACE. OF GROUND 
AND NO CURB USED, SIZE 8'*a6 OR LONGER.. 



^y 



The sand hill 

At LEAST 3' HIGH, 
FOR JUMPING 
POLE-VAULTING AND 
&AMC5 OF WAR.. 



fe DIAM- OR LARGER - 
5ff OE. LONGER x-iltfS^; 




AH PR- 
LARGER. "TOP 
J>'-0"ABOVE GROUND, 



Tree. Trunks 
used as 5pp.1ng boac,d3 

BARK REMOVED, TRUNKS MADE SMOOTH 
HEWED OFF ON TOP, AXES HORIZONTAL 



Base Line. 




. /S« 




.line. 

Basket— Ball 



For. &1&U0GRAPHY of Play 5Le"5ourcf_s of 
information on play and recreation 
by hanmer and k.nigh7, n.y. russell sage 
foundation . price io* 
Also consult The Playground and 
Recreation Association ofAmerica, No.I 
Madison /We.N.Y. City. Their work, is play. 



ThESEDIMENSIONS ARE STANDARD FOR 

college and professional games . 
School Requirements will vab.y with 
ase-of players. But the diagrams 
illustratethe need of large school 
grounds. if all pu pi ls are to be 

PARTICIPANTS AND NOT ONLOOP.ERS 
MORE THAN ONE BALL FIELD MAY 
BE NECESSARY AND EVERY PART 
OF THE SCHOOL GROUNDS USED. 



Goal, ^^ 
Line! J^Tgc 




.School Gamd 



THE. 5CHOOLHOU5E 



PLATM I. 




F0R.M5 Good and Bad tor Walks and Coads. 

A. The straightwalk, simple and direct, always good, butmay divide, the. 

SCHOOL YARD IN AN UNDESIRABLE WAY OB BECOME. MONOTONOUS IP TOO LONG. 

B. The SIMPLE CURVE, gives VARIETY and charm, used to AVOID OBSTACLES AMD to give a desired land- 
scape 5E.TTING. MUST NOT BEOr TOO SMALL RADIUS. MAY NOT BE DIRECT ENOUGH FOB SCHOOLYARDS. 

C. The DOUBLE CUBVE. MAY OFTEN BEUSEDWlTH GOOD EFFECT. 

D. May sometimes beused for long walks, butuseless andundesibable for short distances. 
£. Meaningless curve, should be avoided. L', E." not as bad as L, because. of larger curve, 

but not desib'able except roa pleasure paths. 

F. Islands are always annoying and wastefulof time and energy. 

G. Small triangles should usually beavoided. G 1 is better than G. 

M. USED FOR. DRIVES OF LARGE RADIUS AND WITH LOW PLANTIN6. 

Divisions of curved walks and drives should be tangent to lines or main curve (j and K) 

AND BRANCHES 5HOULD BETAKEN FROM OUTSIDE OF GURVE(tt AND*.) RATHER THAN FROM INSlDE(j). 
HowtvtS, PRIVATE ROADS FROM MAIN ROADS SHOULD ENTER GROUNDS AT RIGHT ANGLES TO MAIN 
ROAD (M) INSTEAD OF AN ACUTE. ANGLE(NV L IS TOO NEAR MAIN CROSS ROA0S BUT IS LESS 
DANGEROUS THAN DIRECTLY FBOM ANGLE OF MAIN BOAD, O. [BAILEY AND OTHERS] 



Construction of Walks and Coads. 



C, 



CR.O 



n i" to r-o" 

-IMPROVED BY WOtlUHG IN SAND I 
OR CLAY TO A DEPTH OF S" OB. 4". 

Torf Walk, and 5and-Clay Walk.. 




Smooth orF with stone dust or. sand 
or. finish with r of sand and asphalt. 

Macadam and gravel walk.. 

I" Top ~, Win. caown l/s'Tof-rfl ■« 

"5"-&" SUB-BASE. IF NEEDEO FORDKAINAQt 



Top:- l part ce.me.nt i i/z. parts sand. 
Base.:- i •. 5: 5 concr.e.te.. 

Cement Walk 



ff-Z. TOP OF SCREE-NED CINDERS AND CLAY 



D C O. S 



ClNDEtL-CLAY 5UBFACE.. 
For. running tracks, tennis courts and 
under playgrouno apparatus also 

FOR WHLK5WITH '/t* CROWN to i'-o" . 

Proportions of cinders and clay will 
vary feom equal parts to wz. cinders and clay. 



Whatever, the construction of walks and 
roads, the. sub-grade 5h0uld be well com- 
pacted, of uniform grade and cr0s5 section , 
and 5h0uld have good drainage. 

the sub-base should be of goar5e. materi- 
als, well compacte.d. the top should 
be crowned, the amount depending upon 
the material and longitudinal grade.. 

Walks and drives are. expensive and de- 
tract FROM THE APPEARANCE OF THE. 
GROUNDS, HENCE 5HOULO BE NO WIDER THAN 
NECESSARY- A WIDTH OF ABOUT ia""W!LL BE 
REQUIRED FOR. EACH PE.RSON . A WIDTH 
OF 4'-G>~ OR S-o" WILL ALLOW TWO PERSONS 
TO PASS TWO PERSONS, ALTHO WITH SOME 
INCONVENIENCE. For. FOUR PERSONS TO 
WALK ABREAST A WIDTH OF fc'-O" WILL 
BE REQUIRED FOR ADULTS. 

P.OADS FOR SINGLE VEHICLES SHOULD 
BE AT LEAST 7'-o"WIDE. (BETTERS'); AND 
FOR TWO VEHICLES, IS'OR \A'. 

For ROAD CONSTRUCTION ,SEE PUBLICATIONS 

u.s. dept. of agriculture. address 

supt. of documents, govt printing 

office., washington. d. o. 

Farmers bulletin. 338 - macadam roads,(5$) 

Dept. of ag - r. Bulletins:- 
4&s. earth, 5and-clayand gravel roads. ( 15*0 
2.49 Portland cement concrete pavements 

FOR COUNTRY ROADS, ("l 5 +) 
g-AE. 



.5CHOO L 
GC0UND5 



The. 5c.HOOLHo.uyE 



PLATE II. 



^■•L^ ^ Wi Wi W [ ^' e *4: 






OV5 PLAYGROUND 











^~Zj^\j~J^ ^ ^ ijyy ^ 



5 T R E. E- T. 



PLA N A - 3 ACB.E.5 
5CHOOLMOU3E.*a PLATEl X 

This and the following plans of school grounds may seem too 
elaborate. fob. country _ 5chools. the. walks 5how lines 
of greatest travel, some will always remain earth paths 
but in most cases they 5hould be. of permanent construction, 
howevee a part only may be. built each year until completed . 

a good plan 5hould be studied out to meet the particular require- 
ments of each site and the. permanent planting made- to con form 
to this design "even tho extended over several years. 

Much thought may profitably be given to the. school grounds 
by teacheb5 and all interested in the. school. the laying out 
of school and home grounds and the. making of planting 
li5t5 would be a fascinating school. exercise.. 



<?. C. 6"W OuJU 



E. 
2.5 So 75' IC 

SCALE.: iVlOO' 



SCHOOL GROUNDS 
PLAN A 



The Schoolhouse 



PLATE in 




~ f ~\ /"-"""N ^"^ f^i /"'N r*~S **"> /~^\ -^N /■*> f*>\ /^*S 

■^ Lj) u - ^j) t J) ^ ^ ^ ^ ^ ^ £g ^ ^ 



CONSULT PUBLICATIONS UNITED STATES DEPARTMENT Of AGEICULTUEE- 
GOVERNMENT PE1NTING OFFICE. WASHINGTON, 0. O. 
FAEME.E.5 185 BEAUTIFYING THE. HOME- 'GROUNDS 

BULLETINS 2.I& SCHOOL GAKDtH. 

434 LAWN SOILS AND LAWKS 
EACH 5* 750 EOSE3 FOE THE. HOME 

BEAUTIFYING THE. FACMSTEAO &Y F. L. MULFOED 



cD 



_l _) 
a. a. 





<o 

-3 
O 

E 

o *J 
o 2 

5° 

CO x 



o o 
< < 

<Q - 



2 

< °d 

o! 

a 

o 5 

E <f 

O UJ 
10 H 



5CALE. r=ioo' 



SCHOOL GROUNDS 
PLAN B 



The, 5'choolhouse 



PLATE 32 




C S 



SCHOOL GROUNDS 
PLAN C 



The 5choolhou.se. 



PLATE V. 




ja£ 



Q Q CD © © Q <^ @ gj @ 



uJ 


O 




id 

s 


u 


X 

o 
(0 


o 


< 




| 


iO 








in 






ni 


id 




Oi 


Di 



p 

z 
< 

Q. 



5CH00L GROUNDS 
PLAN D 



The Schoolhouse 



PLATE "21 




Scale, r- 100' 



SCHOOL GROUNDS 
PLAN E. 



The Schoqlrou.se 



PLATE VII 




@ QTQ Q Q 9 Q Q ©> Q Q ST© ^rQ 

School grounds, S acee.5 • schoolhousl 4ia .plate. XX. 

TE.ACHE.a5 HOME., 5 ACE.E.5.' HOME. £.51- PLATE. XXX. 



5CHOOLGROUND5 
PLAN F 



The Schoolhouse 



PLATE. VIIL 



mdSBmfr 

i\TV3 Ui'j)«v.v rt * 







Up ' ' 




: '■ f 






A One: Room School 

blHLDlNG. 

THlS IS A GOOD HOME.LIKE. 
BUILDING PLANNED FOE. MODERN 
SCHOOL WORK.. The. i-ISHTING 

13 from one. 5ide. the.high 
windows in the. re-ac being 
use.0 for ventilation. 
Heating 15 by jacketed stove 
with connection to out5ide 
air and with large. ventila- 
TING flue.. The. work room 
is large enough for u5e by 
both boys and g1b.l5 

The. walls are of siding 
over building paper and 
sheathing the roof is covered 
with wood or slate. surfaced 
asphalt shingles. 



WORK 

Roorv 
10' » 20' 



6 r 
[ 


Z! 



NORTH OR. 
SOUTH FRONT 



Plan 



SCALE,. 



5CH O OL 
DESIGN 1. 



The. k5chool.hou.se. 



plate: ix. 




<r c e~J. cu*jut 



A One. Room School Building. 

OR ; TO BE. EXACT, A THREE. ROOM, ONE TEACHER 
BUILDING. THE LIBRARY 15 LARGE ENOUGH 
FORAN OFFICE. AND A5TUDY ROOM FOR. 
THE.OLDE.R PUPILS OE IT COULD BE. U5ED 
AS A PUBLIC LIBRARY AND CLUB ROOM 
SATURDAYS AND LVE.NING5. IF TO BE.U5E.D 
BY THE. PUBLIC IT SHOULD BE. 10 OR IZ. FT. WIDE. . 
ThLRL ARE. 40 DESKS SHOWN IN A £00M 

23 * 3 1 ft. Educators agrel that one.teachec 
should not haye. charge. of ao pupils, 
but it does occur - , the. attendance, 
may not be. ioo% of e.nrollmlnt and some, 
pupils will use. the. library and work 
room without gon5tant supervision. 

ThLRE. IS ABUNDANT 5T0RAGE. SPACE. 

for books, supplies and e.q.u i pme.nt. 

The. construction is frame.. Stucco 
finish is shown in the. design alth0 
be.ve.l siding or shingles may, of course., 
be. used. the. foundtions should 
be. stone. or gonc.r.e-te-. 




Plan 
s 



Last or. We-st 
Front.' 



SCA1_E_ 



k 5CHOOL 
'DESIGN 2. 



The. 3-choolitouse. 



Plate: x 




5A5E.MLHT. 



JBZZZZZZZZZZ2Z2ZBZZZZE1 fizz. 




FlR5T fLOOd 



EAST OR 



WEST FEONT. 

A Onl Boom School Building 

All of the. equipment 15 on the. ficst floor except heating" plant, pump, pressure 

TANK., ETC. TmE. FURNACE. ROOM 15 SS*f7FT. AND MAY BE. U5ED ALSO FOR A PLAY ROOM". 

A SMALLER BASEMENT WOULD DO FOR HEATING PLANT ONLY. OR THE TOILETS WITH. 
BATHS MIGHT BE PLACED IN THE BASEMENT, THUS PROVIDING ROOMS 10 «. 15 FT. FOR MANUAL. 
TRAINING AND DOMESTIC SCIENCE ON FIRST FLOOR - . THE WORKROOM SLING USED AS A CLUB 
BOOM AND LIBRARY. The BUILDING IS FRAME; FIN 15H, STUCCO; FOUNDATION, STONE OR CONCRETE. 



School 
design 3. 



The. -Schoolhousi. 



PLATE. XI. 




A One. R.oom Sghoolhouse. 

This Plan shows mow a work, toon 

AMD TOILET ROOMS MAY BE. ADDED TO EX- 
ISTING COUNTRY SCHOOL BUILDINGS. An 
ALTERNATIVE. PLAN 15 TO PLACE. THE. TOILETS IN 
THE. BA5CME.NT AND USE.THE. SPACE. ON FIRST 
FLOOR TOR A SCHOOL OR PUBLIC LIBRARY 
AND BOYS CLUB ROOM. 




Tmmzzzzzmz 



NOT EXCAVATED ' 




5A5CMC1NT. 



Colonial work is wf_ll adaptld to school 
house. design. The. porches may seem ex- 
travagant FOR A ONE. ROOM . SCHOOL BUILDING 
BUT THE. COST 15 NOT GRE.AT AND THE. LITTLE. EXTRA 
E.XPEKSE. WILL PROVE. TO BE. A GOOD lNVEiTME.NT. 



School 

DEL51GN4 



The. 5choolhousl 



PLATE. Xll 





DcALE. 

A ONE. R.OOM 5&HOOLHOU5E. 

With nearly everything The. educators 
ask. for. The. lighting is unilateral with 
possible, ventilation fr.om all sides, 
the &asement is high and well lighted. 
The play space could be used for. manual 
training. as shown it is a playroom, 



Fir.5t Floor, 

EAST OB. WEST FRONT 



AND SHELTER. FOB. EARLY COMERS. 
THE. E.XTE.R.IOB. TE.CATMCNT MAY BE.VAR.ltJ3 

from the. stucco finish indicated.. 
Bevel siding with shingled gables 
and foundations of fie.ld stone. would 
look. quite- a 5 well 



School 

DESIGN 5- 



The. ^choolhouse.. 



PLATLXlll. 




<£T . O £V^P CUcXJ . 



A TWO ROOM SCHOOLHOUSL 

WITH LARGE LIBRARY AND CLUB ROOM 
ON F1R3T FLOOR.. MANUAL TRAINING, - 
DOMESTIC SCIENCE AND TOILET ROOMS 
ARE IN THE BASEMENT. THE TWO 
REAR. VESTIBULES COULD BE OMITTED 
IN THE SOUTH OR IF BUILDING FRONTS 
NORTH. THE BASEMENT IS OF BRICK. 
WITH BEVEL SIDING ABOVE 




Bajement 



Fir^t Floor, 



THERt IS LITTLE WASTE SPACE 
AND NO CROWDING. THE STAIRS 
TO BASEMENT ARE 4'-0" WIDE. 
COLONIAL WORK IS NEARLY 
ALWAYS D1GN1 FIED AND PLEASING 



SCHOOL 
DESIGN 21 



The. Schoolhousl 



PLATE. XIV 




£■. C . SclaJ? . OajcXJ. 




Base 



Fiplst Floor. 



A Two Room Schoolh ousel 

Library and Domestic- Science. Room on Fir.sT Floor-. 
Manual Training and toile.t Hooms in Basement. 
play p.oom or. store. p-oom in attic. 
The. Porch and Pergola With Vine.s and Shrubbery 
give, the. building an jnviting momelike appearance.. 



SCH OOL 
DESIGN 22 



The S c h o o l h. d u s e 



PLATE. XV 





&ASE.M ELNT. 




A Two LiooM School 

The. library and work r.oom 
wh1le.3e.r.v1ns the schooland 
easily ove.rse.en by theteache25 may also be. u5ed by the public without 
intelr.fe.einq with the- work of the. cla55 rooms . jjepar ate. coat rooms 
are. provided tor boys and girls, the boys are. supposed to use. 
the. outside. 5telps to ba5ement. 



First Flooe 



Last or west 

FRONT 



5CA LE 



SCHOOL 
DL51GN £3 



The. 5choolhou5E 



PLATE XVI 




class 

EOOM 




B A3 ELM E.NT 



A Thrxe. Te.ache.fl School Building 

This building has several features which adapt it to serve as the. social 
and intellectual meeting place for- a progressive town or. country 
community. the library and teachers room are suited for. small 
gatherinqs and the larqe hall may be used for. country life exhibitions 
thru the ghanqinq seasons and for. educational entertain ment5. 
all the pupils may be brouqht together here at any time for 5chool 
exe.r.cises . the fr.ont por.gh is planned for. open a\p_ gatherings 

on national. holidays and summer. evenings. the railing 15 removable 
50that it may be used for. a drill platform and stage, a5 well as for. a 
5peaker5 platform and band stand. such a building 15 not an extravagance. 



SCHOOL 
DL5IGN31* 



The 5-choolhou-5E 



PLATE XVII 




BA5LMENT 




FlRST FLOOR.. 



A Three R.oom 5choolhou5l 

In ADDITION THER.E. IS AN OFFICE AND A L1BR.AR.Y OR. A FOURTH GLASS 
R.OOM MAY BE. MAD IH3TE\D. MANUAL TRAINING, DOME.5TIC SCIENCE, 
AND TOILET R.OONIS AR.E PLACED IN THE BASEMENT. THE BUILDING 15 
OF BR.1GK., STUCCOED, BASEMENT, OF CONCRETE, R.OOF OF WOOD, A5PHALT, 
OR. ASBESTOS SH I N6U5, WITH TIN DECK THERE IS LITTLE WA5TE. R.OOM 
AND THE LXTLUloa 15 NOT CXBE.N6WL. THIS PLAN WITH HIP R.OOF,WIDE. 
EAVES AND STUCCO FIN'iH l& WE.LL ADAPTED TO THE U5E OF TILE FOR. EXTERIOR. WALLS. 



SCHOOL 

DESIGN 32. 



THL 5CHOOLHOUSE 



PLATEXVI1I 





Base.me.nt 




SCALE. 



E.AST OR. 
WEST FRONT. 



First Floor. 



.A THE.LE. R.OOM 5&ICK SCHOOLHOUSE. . 

OH A POOR R.OOM BUILDING WITHOUT LIBRARY AND DOMESTIC SCIENCE ROOM. 

A TEACHERS ROOM OR A 5MALL SCHOOL LIBRARY MIGHT BE PLACED OPPOSITETHEPRDHT 

entrance with the pour class room plan. a second story may be added 
later, making an eight room building with li&r.&b.y and teachers room 
on second floor, as planned the office or teachers room, may be used 
for. alunch room and the library fob. a club room. the two side entrances help 
in the. orderly management op the school and give the. boys and 
Girls se.pao.ate access to the. ba5e.he.nt. 



SCHOOL 
DESIGN 55 



The 5CHOOLHOU5E, 



PLATE XIX 













1JB 'iff 



A SCHOOLHOUSE. WITH FOUR. 
CLA55 E00M5 AND ASSEMBLY HALL 
These, rooms are all on one: floor. 

WITH PRINCIPAL'S ANDTEACHER.S ROOMS 
MAKING A COMPACT PLAN LEADING TO 
EFFICIENT WORK FOR. ALL OF THE 
USUAL NEED5 OF THE SCHOOL. 

ThF- BA3E.ME.NT 15 EASILY RXACHED 
FROM THE: FIRST FLOOR AND FROM 
THE PLAYGROUND- 




First Floor. 

EAST OR. WEST 
FRONT 



5ase.me.nt 



n the second 5toc.v which 15 a 
high attic, are a large library" 
and club room. either or both 
of the5e may be used for recitation 
rooms if desired. 

the building 15 of frame construction 
Finished outside with stucco. 
It may be made very attractive 
with peopeil planting. 



SCH OOL 
DESIGN 41* 



The 5choolhous.e 



PLATE XX 



if 





Basement 



First floor. 



EAST OR. WEST 
FRONT. 



A Building with Four. Classrooms. 

There, is not much unnecessary expense in the construction or 

THIS BUILDING AND ALL OF THE ACTUAL NEEDS OP THE SCHOOL ARE 
PROVIDED FOE. . THE LIBRARY AND TEACHERS ROOMS ARE EXPECTED 

TO SERVE AS CLUB ROOMS FOR BOYS AND GIRL5 AS WELL A3 AN 
OCCASIONAL MEETING PLACE FOR THE PARENTS AND THOSE INTERESTED IN 
THE SCHOOL. THE STAIR.WAYS ARE CENTRALLY LOCATED BUT NOT 

IN THE WAY ANO ARE NOT EXPENSIVE. THE ENTRANCE. HALLS ARE 
WIDE AND WELL LIGHTED BY HIGH TRANSOMS AND GLASS DOORS. 



SCHOOL 
DESIGN 42 



The. 5choolhousl 



PLATE XXI. 




S. c. Gp^e a«X*. 




3r; 



Class 
rm. 



B^slme-nt scale. First floor. 

for north or 

A Fouc Boom School sooth ™ Hr 

For the. ordinary needs of the. school there. is some, extrava- 
gance IN THIS PLAN. The library is expected TO 5ERVE the. whole, com- 
munity. If not so REQUIRED it may be U5E0 as a fipth class ROOM 
for zb pupils oft for. special studies as music and drawing. the 
principals or teachers room may be used as a school library. 

The class room ventilation in connection with goat cabinets supposes 
a fan system of air control. the. buildjng would look well with 
vines and low shrubbery partly covering the end gable.s and 
entrance. portico. class room windows should hot be shaded, 



SCHOOL 
DESIGN 45 



THE. 5CHOOLHOU5L 



PLATE XX4L, 




~] J^ class]] -j« 




F 1 E.5T FLOOR. 



3E.C0ND FLOOR. 



A BUILDING WITH FIVE. CLASS ROOMS AND ASSEMBLY MALL. 
This building may have, a Gat^tt future or. remain as here shown. 

BY ADDING A SECOND STORY TO THE TWO SIDE. WINGS IT MAY BE MADE INTO 
A NINE ROOM BUILDING WITH A55E.MBLV HALL-. It WILL LOOK WELL 
EITHER WAY . THE. LARGE. CENTRAL HALL ON THE. FIRST FLOOR.,15 A 

DESIRABLE FEATURE. It IS LIGHTED BY HIGH WINDOWS AND TRAN50MS, 

and may be. used a3 a plctore gallery or for. exhibitions in 
connection with special mee.tings in the assembly hall. 

Rooms for principal and teachers are provided on first floor.. 
Locked, and toilet rooms on second floor, and usual rooms in basement. 



SCHOOL 
DESIGN 51* 



The. 5choolhou5L 



PLATE XXIII. 




stairs roij 

BOYS AND 

JANITOR. 




Tntlnnnf — \ n a l_l. 



4 "^ff f i j 




HIGH SCHOOL 
4-*.' «.»l" 



REC1TATK3H 

an 




First Floop. 



,5lcond Floob. 



A HIGH 5CHOOL BUILDING WITH 51X GLASS ROOMS- 
This plan is of the. rota&y type, with light from the. le.pt of the. pupil& and with hish 

WINDOWS IN THE. REAR OF EACH ROOM FOR VENTILATION AND SUNLIGHT FOR NORTH ROOMS. ThEJIE. IS A 
MINIMUM OF HALL SPACE BUT ENOUGH FOR SCHOOL WORK. . SUFFICIENT 5TMRWAYS ADD TO THE. 
SAFETY AN0OR.DE.R OF THE SCHOOL . If A LIBRARY AND LABOR. ATOR.Y AR.E. NEE.DE.0 FOR THE-HlGH 

SCHOOL ONE OF THE CLASS ROOMS MAY BE U S E.D FOR THIS PURPOSE-, THE BUILDING 

MAY BE REMODELED. INTO AN EIGHT ROOM GRADE. SCHOOL WHEN THE. NE.W HIGH SCHOOL IS BUILT. 



5CH OOL 
DESIGN 61 a 



The. 5CHOOLHOU5E. 



PLATE. XXIV 




Kjcmmppw 














FlEST FLOOD. 



Sccond Floor. 



AGcade. ochool of Light Class Rooms. 

THIS BUILDING 15 Or THE. CITY SCHOOL- TYPE., BUT lb JUST At) WELL 
ADAPTED TO ANY COMMUNITY REQUIRING A TWO 5TOK.V SCHOOL BUILDING. 
GOTHIC ARCHITECTURE. HAS COME. TO BE- REGARDED AS ESPECIALLY APPRO- 
PRIATE. FOR. LARGE SCHOOL HOO 3 E.5. 

INDIRECT 5TILAM HEATING SHOULD BE. USED WITH FAN VENTILATION. THE. WALLS 
FOR. SIX. OF THE. COAT ROOMS* ARE. 7-6." HIGH WITH BURLAP PANELS ON CORRIDOR 5JDE, 
AND WITH MOULDED CORNICE.. THE. CASES IN PASSAGE. TO TEACHERS ROOM 

ARE. FOR SUPPLIES AND 5CHOOL BOOKS. In THE. BASEMENT ABE WORK. 

ROOMS FOR BOYS AND GIRLS, BOILER AND FUEL ROOMS ANO TOILET ROOM5. 



School 

DE.51GN SI 



The. ^choolhou^l 



Plate, xxv. 




™ii*ia" , 'rir i T a '' in '"'' liB1,, '' vftiV ,Ijt 1 'j 1 , 1 ' 



W^k^%m^^ : - 



A Foua R.00M Home-. 

thi5 is a convenient four, boom 
house.. The. porches mak.e 
it a de5irable home. for. those, 
who like- life. out of doob.5 
With the r.e.ar. porch it is, in 
fact, a 5ix. room mouse from 
April to Ogto6e.r.. The. Rooms 
are. all of sood 5 1 z e. ano 
there are. more. than the. usual 
number. of 0l05e.ts. 



Sc AUE. 'lib - l-o" 




Plan- 



Rlsidlnge: 

DE15IGN401 



The. jchoolhouse. 



plate: xxvi 







■X •>■■■; 



A Three. E.oom Home. 

The. living room and dining 
room abe. shown a5 one. large, 
room- thi5give.s the. effect of 
a large. living room so much dt- 
5ibe.d in high cost homes, however 
a partition with ca5e.d opening 
and portieres may be. used to 
divide. this room into two sep- 
arate. room5. 

The. rear, porch adds a 
second bed room and a din- 
ing room in the. summer, ob. 
it may bt used almost the. 
entire. year by inclosing 
with storm sash. the. bath 
room mas a large ventilator 
with glass top. 




LIVING ROOM AND 

DINING ROOM 

2.5" * IS 




Pt_ A TSJ 



3 i o is 



5 C A. L E. '/'&' = l-°" 



RE.51DENCL 
DE.51GN301 



The ■ 5 c r\ qolhouse, 



PLATE. XXVI I 



FT-? 






iiiUiiL'IWj t 



MPLl«.Vnit_iL 




.iiiiMiiiiiillJ' i i%iJ.ii|iii;i(iij(iii|j!]||ii|[Tr,n l 7^^___ 



ittlliL ill 




life 



w 






waiM^a'S'tiiftlCw!,; 




A Five Room H omel 

This house 15 of the bun- 
galow TYPE, PLANNED FOR 

comfort and service.. if the 
front porch 13 5creened and 
the double front d00r.5 to 
the living room are left 
open in the, summer , the porch , 
living room and dining room 
become much the same a3 one 
large living room. 

the oa5e5 and cupboard5 in 
the kitchen take the place of 
a pantry. There is space 
in the kitchen for a table and 
kitchen cabinet. 

the foundatiqn5 ape concrete 
or brick pie.r5 and the siding 
e.xtends down to grade. 



SCALE Vifc ■=■!• 



fc RL\5IDL.NCE. 
DE.5IGM50I 



The: 5cHoOlHou5E 



PLATE. XXVI II 




. ,. ... . ^ ■. v.; .; :..;., ■;:•..;.■,.;,■.;; , ■ ^" ■ ■■■'■■ ■■■ | .^r.-,,,.. 

*e:£Vi&&- ■">■'■ -■ . v ■■■-■; y " < ' ■■■■.-■.::■■■.::■■. 



A Fivl Boom Home.- 

The"story and one. half" 
house. 15 pbobkbly the 
most economical. of any to 

BUILD. This PLAN PG.OVIDE5 
A VERY GOOD L1VIN& ROOM 
AND A CONVENIENT DINING 
ROOM AND KITCHEN. TrtE 
&ASEMENT 15 SO NEAR THAT 
FEW 5T0RE5.ONLY, NEED &E 
KEPT IN THE CUPBOARDS. 

The bed dooms ARE. 
easily reached from both 
living room and kitchen, 
they are large and well 
lighted and ventilated. 
The louvers in the gables 
keep the attic space- 
COOL. I.NSUMMEH. 





5LCOND- FLOOR- 



F1R.5T FLOOa- 



IS' 2JS 25' 



RESIDENCE. 
DESIGN 551 



The .Schoolhouse. 



PLATE. XXIX 




• ''•' ; >Bjfi;'B;; 

ft-l.'dif. 



*;,,■ 



ill ' i§pfi= 



.^".■rtil- ,■.'•:;- w ,,iih. .iiw^miuiiw., „, 





Jdlgond Floor. 



A Six Boom Home. 

THE. SqUARE. HOUSE. WITH HIP ROOF OFFLRi 
PtW OBSTACLES TO THE. BUILDEB.. TnE.RE.lS 
NEARLY E.VE.RY CONVENIENCE. IN THI5 PLAN 
THE. CENTRAL HALL IS NOT MUCH LARGER 



Fl£5T fLOOE. 



THAN 15 B.E.Q.UIRE.D TOR A VESTIBULE. AND IT 
GIVE.S ACCESS TOALLTHE. ROOMS- OUTSIDE, THE. 
5E.COND STORY COULD VERY WELL BE. Fl NI5HED 
WITH 5HlNQLf5 INSTEAO OF STUCCO. 



R.E.5IDE.NGL 
DL3IGN€>5I 



The. JcHOOLHOuyE 



PLATE. XXX 



LIBRARY OF CONGRESS 



021 332 654 5 # 



